本研究旨在比較Mosston教學光譜中命令式及練習式教學在國小直排輪瑪莉動作上學習效果與保留效果之差異，以立意抽樣方式擇彰化縣數所國小直排輪社團為研究場域，經學童監護人同意後，篩選從事直排輪課程一年以上且不會瑪莉動作之學生為研究對象(n=66)，依學校直排輪社團能夠參與試驗人數為基準，以一間學校一種教學模式為前提平均分組，實施每週一小時連續三周的直排輪教學。結果得知：一、命令式及練習式教學在教學後的學習效果及保留效果上都具有顯著差異，而練習式教學優於命令式教學；二、在不同背景變項的命令式學習效果及保留效果差異分析中，得知命令式教學的學習效果會受到學習年資影響；三、在不同背景變項的練習式學習效果及保留效果差異分析中，得知練習式教學的學習效果會受到學習年資影響，保留效果會受到年級與學習年資影響；本研究建議：一、國小直排輪教學應依年級和年資分班施以練習式教學，因目前多為大班制，同班級混雜不同年級和年資學童，導致教練為掌控課堂秩序，多採用較易管控的命令式教學，但練習式教學較適合處於身心發展階段的國小學童；二、建議後續研究能以學習年資短的高年級學童進行研究，因低中年級學童身體肌肉組成、協調性與記憶智商尚處發育階段，對直排輪教學成效較不穩定；三、建議未來能嘗試採用不同教學法，並因應不同教學項目與對象作研究調整。

The purpose of this study was to compare Mosston spectrum teaching style between command and practice styles for elementary students inline skating Mary skills training of learning effect and retention effect. Subjects were selected with purposive sampling method from inline skating classes from elementary schools in Changhua County (n=66). Further conduction of the consent agreement from guardians and also to screen out students who participated inline courses for more than one year as research subjects. Grouping method was conducted for one school one teaching style with one hour course per week for three consecutive week. Results of this research discovered that 1. Both commend and practice teaching styles possess significant differences, and practice teaching style was higher than commend teaching style; 2. In the analysis of learning effects and retention effects in different background variables, learning effect of commend teaching style was influenced by the learning years; 3. It was discovered that the learning effect of practice teaching style was affected by the learning years, and the retention effect was affected by grade and learning years. This study suggests: 1. the elementary inline skating course should be delivered in practice teaching style in accordance with grade and learning years differences. Since most of the courses were in large group with students of different grades and learning years. In order for coaches to control the classroom, Commend teaching style was adopted for better management of courses. However, practice teaching style was more suitable for elementary children who are in the stage of physical and mental development; 2. It is suggested that the follow-up studies to conduct elementary senior students with short learning years due to physical composition, coordination, and memory as of lower aged students are still at the development stage, the effectiveness of inline teaching is less stable; 3. It is suggested that different teaching methods can be studied in the future, and research adjustments should be made for different teaching content and objects.